“Alternate Achievement Standards” means targets that define how well and how much students should know and do in the content to be considered proficient on the alternate assessment.

“Alternate Assessment” means an assessment which is based on Alternate Achievement Standards which is designed for students with the most significant cognitive disabilities who cannot participate in the General Assessment even with appropriate accommodations. Per §4.1, there are two types of Alternate Assessment in Delaware – Selected Response Alternate Assessment and Portfolio Alternate Assessment.

“College Readiness Assessment” means the statewide assessment used to measure student achievement of content standards and skills necessary to be successful in post-secondary education (e.g., Scholastic Aptitude Test, commonly known as the SAT).

“Delaware System of Student Assessment (DeSSA)” means the statewide system of assessments designed to measure student achievement of state content standards, including, but not limited to, general assessments measuring student achievement based on grade-level academic standards, alternate assessments based on alternate achievement standards for students with the most significant cognitive disabilities, a college readiness assessment, an assessment for English Language Learners (ELL), a norm referenced assessment; or any assessment that may be administered or required as determined by the Department of Education for use in Delaware public schools.

“District Test Coordinator (DTC)” means the educator(s) assigned by the district or charter school to be the primary contact for DeSSA information. The DTC is responsible for coordinating the administration of state assessments within the district or charter. The DTC is also required to complete training and be knowledgeable of proper test administration and test security, and ensure that all personnel assigned to testing are adequately trained in proper test administration and test security.

“End of Course (EOC) Assessment” means a statewide general assessment administered to high school students at the completion of select high school courses to measure student achievement of the content standards for the content area.

“English Language Proficiency Assessment” means an assessment that is intended to measure a non-native English speaker’s English proficiency in reading, writing, speaking, and listening. The English Language Proficiency Alternate Assessment is a similar assessment for students with significant cognitive disabilities.

“Extended Standards” means statements describing concepts and skills aligned to the content standards for English Language Arts/Literacy, Mathematics, Science and Social Studies.

“General Assessment” means the statewide summative assessment used to measure student achievement of the content standards for English Language Arts/Literacy, Mathematics, Science and Social Studies. This assessment does not include students who participate in an alternate assessment.

“Invalidation” means a response to an event or situation that occurs during the administration of the assessment which may result in a statistically unreliable or invalid score report for a student. Invalidations may occur as a result of either: intentional student conduct, including but not limited to cheating and disruptive behavior; or unforeseen and uncontrollable events, including but not limited to onset of illness.

“Local Educational Agency (LEA)” means a public board of education or other public authority legally constituted within Delaware for either administrative control or direction of, or to perform a service function for, public elementary or secondary schools in a school district, or for a combination of school districts. The term includes an educational service agency and any other public institution or agency having administrative control and direction of a public elementary school or secondary school.

“National Assessment for Education Progress (NAEP)” means a norm referenced assessment used statewide in selected schools and grades to measure academic achievement in various content areas including, but not limited to, English Language Arts, Mathematics and Science.

“Portfolio Alternate Assessment” means a form of alternate assessment aligned to the extended standards in English Language Arts/Literacy, Mathematics, Science and Social Studies, in which evidence such as work samples, data sheets, photos or videos is gathered by the test administrator to document student achievement.

“School Test Coordinator (STC)” means the educator assigned by the school to be the primary contact for DeSSA information at the school level. The STC is responsible for coordinating the administration of state assessments within the school. The STC is also required to complete training and be knowledgeable of proper test administration and test security, and ensure that all personnel assigned to testing are adequately trained in proper test administration and test security.

“Selected Response Alternate Assessment” means a form of alternate assessment aligned to the extended standards in English Language Arts, Mathematics, Science and Social Studies, in which the questions are presented to the student and the student response is recorded by the test administrator to document student achievement.

6.1 Local school districts and charter schools may consider other indicators of student performance relative to the state content standards pursuant to 14 Del.C. §153 when determining the placement of students who score at Level 1 or Level II on a mandated retake of a portion of the DCAS. Pursuant to 14 Del.C. §153, local school districts and charter schools may also consider other indicators of student performance relative to the state content standards when determining if a student may advance to the next grade level without attending summer school. The only other indicators of student performance that may be considered by a local school district or charter school are: student performance on district administered tests pursuant to 14 Del.C. §153; student performance on end of course assessments; student classroom work products and classroom grades supported by evidence of student work that demonstrates a student’s performance pursuant to 14 Del.C. §153.